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Early Childhood PBISIts Relational

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Early Childhood. The Pyramid and PBIS honors what is already being done that is working well. ... with targeted social skills themes, etc. taught to whole group ... – PowerPoint PPT presentation

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Title: Early Childhood PBISIts Relational

1
Early Childhood PBISIts Relational

Sharon Thornagle
Carolyn Jones

2
Terminology

PBS Positive Behavioral Supports
PBIS Positive Behavioral Intervention and
Supports
EBS Effective Behavioral Supports
EBIS Effective Behavioral and Instructional
Supports
RTI Response to Intervention
SWIS School-wide Information System
FBA Functional Behavior(al) Assessment

3
Early Childhood PBIS is Different from School-Age

Systems Differences
In Oregon, we have various systems
EI/ECSE
Early Interventionyounger than 3 years old,
Early Childhood Special Education3-5 years
Head Start Programs
Other community/private pre-schools

4
Structural Differences

Programs vs. Multi-classroom School Sites
The classroom is often the school.
The classroom is often in a location by itself
without other classrooms on the site.
There is not usually an entire building to
coordinate in terms of systems that directly
impact the child.

5
PBIS Implementation Differences

Systems can be effective in a classroom-based
model
Classroom-based implementation simplifies the
process because there are fewer staff members to
bring on board.
Systems can be effective in a program-based model
Program-based supports staff through
collaboration and alignment.
Cross-setting opportunities and supports

6
Other ways EC is different from School-Age

Potty training is not always complete.
The people are small.
Language development is still in process.
Social skills are still emerging. Differences
between kids can be vast.
Habits can be tenacious, but have been in effect
for less than 5 years

7
Additional Differences?

Higher percentage of At-Risk or Identified
Special Needs population in EI/ECSE and Head
Start programs.

8
Relationship and connection are the heart of
successful instruction

Primary focus for adults is
Building relationships with students
Nurturing relationships
Coaching through relationship
Acknowledging through relationship
Validating through relationship
Helping students build sense of self in the
relationship

9
Early Childhood Atmosphere

Joy
Lots of Positives/Encouragement
Visual cues
Verbal cues
Rhymes/songs for remembering
Greetings
Learning the social basics
Learning the classroom basics
Organized for activity learning through play
and hands-on

10
Social Skills CategoriesEC Foundations

Me
Self concept
Self control
Us
Social Relationships
Cooperation
All of Us
Knowledge Families and Communities

11
Early relationships

A preschooler already has a sense of likes,
dislikes, inclinations and attitudes.
When children feel comfortable and safe, they can
put all their energies toward playing, learning
and growing.

12
Brain-development

Children are different at pre-school

13
Brain DevelopmentInformation to keep in mind

A baby's brain has over 100 billion brain cells,
or neurons, at the time of birth, these cells are
not really connected in a working network.

A newborn's brain is about 25 percent of its
approximate adult weight.
By age 3, it has grown dramatically by producing
billions of cells and hundreds of trillions of
connections, or synapses, between these cells.
While we know that the development of a young
child's brain takes years to complete the first
three years of life are a period of incredible
growth in all areas of a baby's development.

15
Brain Development

A childs brain is not just a smaller version of
an adult brain.
Neurons are still moving into place.
Synapses/connections are rapidly occurring.
The protective myelin insulation for the axons
(wires that connect one neuron to anothers
dendrites) is not yet developed.

16
Early Brain Development, continued

In early years of a childs brain development,
these neurons form important connections that
allow the brain to think, learn and perform other
functions, i.e. develop the cerebral cortex.
There are millions of connections made every
second of the day.

17
Early Brain Development, cont.

Connections are made based on the response the
child is getting from the people in the
environment.
If those are caring, encouraging responses, the
neural pathways are stronger and create an
ability to form attachments to others.
Experiences in the first years of life will help
to form the connections that will last the rest
of a childs life.

18
Cerebral Cortex Neuron Structure
19
Science of Human Behavior

Behavior is learned.
There is no such thing as nature without nurture
or nurture without nature.
Behavior occurrences are linked to environmental
factors.
Neurons that fire together wire together.

20
Science of Human Behavior

When our emotions are engaged, the brain
remembers better.
Motivation is a key factor in brain plasticity.
Brain plasticityability of the brain to make new
connections, create new neural pathways.

Child Learning and Development occurs best
Through
Dynamic interaction
In an
Environment of Safety, Belonging, Trust

22
Thats what its all about

Creating those conditions of connection and
supportive environment is what Early Childhood
programs are about.
Using interaction, fun, practice, rhyme, and
methods that acknowledge emotions and encourage
and celebrate progress are at the heart of
programs.
Its also what the research says works and what
the best of our time-honored traditions have
always done.

23
The Beauty of the Pyramid forEarly Childhood

The Pyramid and PBIS honors what is already being
done that is working well.
i.e. research-based, data-based.
It provides a structure for thinking.
It helps raise awareness of what we are doing.
It helps us think more clearly in terms of
systems.

24
Designing Program-Wide Systems for Student
SuccessEARLY CHILDHOOD
1-5
1-5
5-10
5-10
80-90
80-90
25
Universals for PreSchoolers

Build Positive Relationships
LOTS of specific encouragement
Trust, consistency, fairness
Use sensory motor, play, interactive, relational
methods
Personal interaction, positive body language and
facial expression
Designing Supportive Environments
Clear expectations/rules, routines
scheduletaught directly embedded
Social Emotional Teaching Strategies
Teach language of emotions
Teach manners/social Interaction strategies
Teach cooperation and general social skills
concepts
Use sensory motor, play, interactive, relational
methods

26
Yellow Zone at Pre-school is often blended with
Green

Many Yellow Zone interventions can be and may
work best when implemented for the whole group.
E.g. social stories can be taught to the whole
group to help establish/reinforce group norms.

27
Teaching Concepts to Build On Science of Learning
Behavior Change

Behavior change occurs when the brain is engaged.
Memory is crucial for learning we build on past
experience.
Initial changes are just temporary.
When we practice, the brain remembers better.

Skilled pre-school teachers understand and
practice brain-based strategies that create a
foundation of relationship, clear established
norms and a rich learning environment.
PBIS provides a structure for seeing how it all
fits together.
Helping people see where the sound practices that
they use fits in the model, enhances
implementation.

29
What does that mean for Pre school?